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八下unit1教案

Unit 1 What’s the matter?

Period 1 Section A (1a-1c)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Ss can use the following words:

head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth,

foot-feet , matter, have a cold, stomachache, , backache, headache, toothache

(2) Ss can use the following sentence patterns:

What’s the matter?

I have a stomache

./I have a sore back./I have a cold.

He/She has a sore throat.

2、Ability Object:

Enable students to talk about health problems using target language.

3、Emotion Object:

Let Ss know keeping healthy is important.

Teaching Key Points:

Learn how to talk about health, use have /has to talk about health problems

Teaching Difficult Points:

Learn the English names of different parts of human body and talk about various health problems.

Teaching Methods：

1. Listening and speaking practice.

2 .Autonomous and cooperative approach.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step 1 Warming-up

Sing an English song: If you’re happy and you know it, clap your hands.

Step 2 Word study

1. T: Are you happy? S: Yes, we are. T: When we’re happy, we can clap our hands and stamp our feet. Hands and feet are parts of our body, do you know other parts of our body in English?

2. Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.

3. Present a picture of a baby and Yao Ming. let the Ss say the parts of the body.

4. Work on Section A 1a

5. Play a game: Touch the parts of your body

1)Let the whole class touch the parts of their body when the teacher says:

Touch your…

2) Ask eight Ss to come to the front and do as the teacher tells them: Touch

your…if one does wrong, let him or her go back, the last one who in the front is the winner.

Step 3 Presentation and Practice

1. T: Are you happy? Ss: Yes, we are.

T: When there’s something wrong with your body, are you still happy?

Ss: No.

T: Look at the picture, is he happy?

Ss: No, he isn’t.

T: Why?(Help the Ss to answer: He has a stomachache.)

2. Present other pictures, talk about health problems of the persons in the pictures.

What’s the matter? He/She has a headache/ toothache /a sore back/ a sore

throat/a cold and a cough.

3. Let the Ss practice in pairs

4. T: Suppose there is something wrong with your body, please use gestures to show it .You may say: I have a headache. I have a sore throat.

Make a model dialogue with two Ss.

T: What’s the matter?

S: I have a headache.

T: Oh, that’s too bad. I’m sorry to hear that.

Let the Ss practice in pairs.

5. Show the following on the screen. Let students get familiar with the names of

some illnesses.

Part of human body Illness

stomach stomachache

tooth toothache

head headache

back a sore back

throat a sore throat

cold, fever ...

Ask two students to read the sample conversation in activity 1c. Then let them work in pairs and make more similar conversations.

Then help students understand: When the subject is “he/she/it”, we use “has” instead of “have” to talk about health.

Let students play a game to practice it. Tell the student in the first line, “I have a headache”,then he/she repeats it to the second student, “He/she has a headache” and so on.

Step 4 listen and say

1.Work on Section A 1b, listen and number the names 1-5.

2.Talk about the health problems of the persons in the picture. Eg: Nancy has a

toothache, Sarah has a cold,…

Step 5 Chant

Head, head, I have a headache. I have a headache,

Stomach, stomach, I have a stomachache. I have a stomachache,

Ear, ear, I have an earache. I have an earache,

Tooth, tooth, I have a toothache. I have a toothache.

Back, back, I have a sore back. I have a sore back,

Throat, throat, I have a sore throat. I have a sore throat.

Oh, dear! Do more exercise, please and keep healthy!

Homework:

1. Listen to the tape of 1b and repeat.

2. Copy the new words in Period1.

3. Finish the exercises in this period.

Blackboard Design:

Unit 1 What’s the matter?

Period 1 Section A (1a-1c)

A: What’s the matter with Judy?

B：She talked too much yesterday and didn’t drink enough water. She has a

very sore throat now.

Period 2 Section A (2a-2d)

Teaching Aims and Demands:

1、Knowledge Object:

(1). Review the names of each part of the body and the names of the illness.

(2) Continue to learn the names of the illness: toothache, fever and headache.

(3). Words and expressions:

lie down, rest , cough, X-ray, toothache, take one’s temperature, headache, have

a fever, take breaks, hurt.

2、Ability Object:

Enable students to talk more about health.

Learn to give others some advice according to their matters.

3、Emotion Object:

Learn to live in a healthy way.

Learn to take care of others and themselves.

Teaching Key Points:

1. How to teach the Ss to learn the names of the illness: toothache, fever and headache.

2. How to give others some advice according to their matters.

Teaching Difficult Points:

How to give advice using should.

Teaching Methods：

1. Listening and speaking practice.

2. Role-playing.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step 1 Warming-up

Enjoy and sing an English song: H ead and shoulders knees and toes Head and shoulder knees and toes

Knees and toes, knees and toes,

Head and shoulder knees and toes

Eyes, ears, mouth, nose

(Repeat 4 times)

Step2. Greeting and revision

1. Greet the whole class as usual.

T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.

2. Revision

T: (Show pictures) How is he/she? ( He / She is not fine.)

What’s the matter?

He /She has a cold (flu) / stomachache/ sore back/ cough.

Step3. Presentation

Guessing game

T shows some part of the pictures to the Ss and let them guess .

T: What’s the matter with him/her?

S: Does he/she have a …?

T: Yes, he/she has a sore throat (Teach the new word) Can you give him/ her some

advice? What should he /she do? (Teach the new word)

S: He /She should drink hot tea with honey/ shouldn’t speak more/ go to see a

doctor… (Ss can give different advice as they like)

T: What’s the matter with him/her?

S: Does he/she have a …?

T: Yes, he / she has a / an toothache /fever / headache / earache…(Teach the new

words) What should he /she do?

S: He /She should go to see a dentist / shouldn’t eat ice cream/shouldn’t drink cold

water /lie down and rest / shouldn’t play basketball/ should drink a lot of

water./should see a doctor…

Step4. Practice

1.Do 2a. Listen and number the pictures 1-5 in the order you hear them.

Play the tape for the Ss and let them do it by themselves. Then check the

answer.

2.Do 2b. Listen again . Match the problems with the advice.

Play the tape for the Ss. For the first time, let them do it by themselves.

Then play it again and check the answer.

Then the teacher summarize the advice using the structure with the

students:

When you have a_________ , you should __________.

3.Do 2c. Pairwork.. Role play the conversations in 2b. Let the Ss read the

conversations in 2c first. Then work in pairs, make a new conversation

according to 2b.

A: What’s the matter?

B: I have a …

A: Maybe you should …

B: That’s a good idea.

4.Show more pictures and let the Ss make more conversations.

Problems Should Shouldn’t

A: What’s the matter?

B: I have a …

A: Maybe you should …but you shouldn’t…

B: That’s a good idea.

Step5. Role-play the conversation

1. Read the conversation silently and understand the meaning.

2. Read it again and answer the questions:

(1) What’s the matter with Lisa?

(2) Did she have a fever?

(3) What did she do the night before?

(4) What does she need to do?

(5)What should she do now?

(6) What should she do if things don’t get better?

3. Role-play the conversation in two halves of the class.

4. Explanation about the useful expressions in 2d:

Are you OK?

What should I do?

It doesn’t sound like …

That’s probably why.

Can’t move my neck

All weekend

Take breaks away from the computer

Sit in the same way for too long without moving

5. Practice the conversation in pairs, one acts Mandy, the other acts Lisa. A few minutes later, invite two or three pairs to act out the conversations.

Step6. Task

Work in groups and discuss how to keep ourselves healthy.

Report:

To keep healthy, we should… we shouldn’t…

Step6 Homework

1. Copy the new words.

2. Write the report in the exercise books.

3. Search on the Internet about more advice of keeping healthy.

Blackboard Design:‘

Unit 1 What’s the matter?

Period2 Section A (2a-2d)

1 Words :

have a fever/cough/headache/toothache

lie down and rest ,see a dentist and get an X-ray

take one’s temperature , take breaks,hurt

2.Sentences:

A: What’s the matter?

B: I have a …

A: Maybe you should …but you shouldn’t…

B: That’s a good idea.

Period 3 Section A (3a-3c)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,

(2)Reading

2、Ability Object:

Train and develop the students’ reading ability.

3、Emotion Object:

To be a helpful person because helping others is helping yourself.

Teaching Key Points:

(1) Words and expressions:

passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,

(2)Reading

Teaching Difficult Points:

Train and develop the students’ reading ability.

Teaching Methods：

1. Talking method.

2. Discussion method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Warming up

Chant: I have a headache

Head, head, I have a headache.

I have a headache,

And my eyes hurt!

Stomach, stomach, I have a stomachache.

I have a stomachache,

And I have the flu!

Ear, ear, I have an earache.

I have an earache,

And I have a fever!

Tooth, tooth, I have a toothache.

I have a toothache,

And a sore throat!

Back, back, I have a backache.

I have a backache,

And my knee hurts!

I have a headache, I have an earache,

A toothache, a backache,

And a sore throat.

My eyes hurt, my knee hurts, I have a stomach ache.

I have a fever,

And I have the flu!

Oh, dear. Next, please!

Step2. Greeting and revision

1.Greet the whole class as usual.

2.Revision

T: Oh! They all have matters. What about you ? What’s the matter wit h you ?

S1: I have a …

T: Maybe you should …but you shouldn’t…

S1: That’s a good idea. (Turn to S2) What’s the matter with you?

S2: I have a/an…

S1: Maybe you should /shouldn’t…

S2: That’s a good idea. ( Turn to S3) …

Step3. Presentation

1. Show the picture of accident in 3a and the title of the passage.Have a discussion about it.

T: Look! The man is lying by the road.

What happened to him ?What was the woman next to him doing?

Did the man die? Who do you think is going to save the man?

2.Teach the new words .

passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into Step4. Reading

1. Do 3a. Fast-reading.

Do you think it comes from a newspaper or a book? How do you know?

2. Careful-reading.

Read the passage carefully and fill in the time line.

Something happened Bus driver’s reaction Passengers’ reaction Result

Discuss the answers in pairs.

3. 3b. Check the things that happened in the story.

Then check the answers together.

4. 3c.

Have the students discuss the questions with the partners. Give Ss some minutes to prepare and then ask some students to say out their opinions.

https://www.sodocs.net/doc/df2157546.html,nguage points

Have the students summarize the expressions:

1.Expressions about bus:

Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the bus

2.Expressions about first aid:

See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.

3.Other expressions:

to one’s surprise, in time, agree to do sth. expect to do sth. ,

get into trouble

Step6 Homework

1.Memorize the words and expressions.

2.Finish off the exercises in the workbook.

Blackboard Design:

Unit 1 What’s the matter?

Period 3 Section A (3a-3c)

3.Expressions about bus:

Bus No.26, bus driver, the passengers on the bus, stop the bus without

thinking twice, get off/ on the bus, help to move the man onto the bus

4.Expressions about first aid:

See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving

a life.

3.Other expressions:

to one’s surprise, in time, agree to do sth. expect to do sth. ,get into

trouble

Period 4 Section A (Grammar Focus-4c)

Teaching Aims and Demands:

1、Knowledge Object:

Summarize the grammar and practice them.

2、Ability Object:

Enable the students to do things using the target language and the grammar.

3、Emotion Object:

Learn to look after yourself and others.

Teaching Key Points:

The grammar.

Teaching Difficult Points:

Use the grammar to do things.

Teaching Methods：

1. Practising method.

2 .Activities.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Revision

Check the homework. Have the students write the word and expressions in 3a. Step2. Grammar focus

Have the students read the sentences in Grammar Focus. And then sum up the grammar:

1.have a(an) +疾病名词，表患病，如，

have a cold /fever/ cough/toothache /headache/ stomachache/ backache/, 某些搭配中还

会用catch, 如, catch a cold.

2.be/feel +形容词，表不适，

be/feel sick/bad/terrible,/tired

get hurt 表受伤

3.hurt /cut/ break +具体部位，表伤害，如：

hurt my leg, cut her finger, break his arm, hurt myself, cut himself, cut one’s knee, hurt

one’s back

4.take /get 表示诊治：

take one’s temperature, take some medicine, get an X-ray,

5.用see或者go to …表达就医:

See a doctor, see the dentist , go to the doctor, go to the hospital.

6.用情态动词should表达建议

He should lie down and rest.

She should take her temperature.

Should I put some medicine on it ? Yes, you should./ No, you shouldn’t.

You shouldn’t eat so much next time.

Step3. Practice

1.4a.Fill in the blanks and practice the conversations.

2.4b.Let the students do it individually, the teacher goes around the room finding out the common errors that students have. Write them on the blackboard and have students correct them. Then work in pairs.

Step4. Miming

4c. Work in pairs . One student mimes a problem. The other students in the group guess the problem and give advice.

A sample conversation:

A: What’s the matter ? Did you hurt yourself playing soccer?

B: No, I didn’t.

C: Did you fall down?

B: Yes, I did.

D: You should go home and get some rest.

The teacher moves around the classroom checking the progress and praising the group that does well. Then have one or two groups act out in the front of the class. Step 5.Homework

T: Suppose you have a cold, write about what you should and shouldn’t do. You can make use of the expressions and structures learnt.

You can begin with “When you have a cold ...”.

A sample article:

Do you have a cold?

Sometimes people have a cold. When you have a cold, you shouldn’t do too much work. You should go to bed early and have a good rest. You should also drink a lot of water. You shouldn’t drink smoke.

Blackboard Design:

Unit 1 What’s the matter?

Period 4 Section A (Grammar Focus-4c)

1.have a(an) +疾病名词，表患病，如，

2.be/feel +形容词，表不适，

3.hurt /cut/ break +具体部位，表伤害，如：

4.take /get 表示诊治：

5.用see或者go to …表达就医:

6.用情态动词should表达建议

Period 5 Section B (1a-1d)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

Feel sick, cut o ne’s knee, have a nosebleed, fall down, cut oneself , have

problems breathing, get hit by a ball, hurt one’s back or arm, get sunburned

(2)Listening.

2、Ability Object:

Train and develop the students’ listening and speaking ability.

3、Emotion Object:

When accidents happen, know how to deal with them calmly.

Teaching Key Points:

(1) Words and expressions:

Feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball, hurt one’s back or arm, get sunburned (2)Listening.

Teaching Difficult Points:

Train and develop the students’ listening ability.

Teaching Methods：

1. Listening method.

2 .Pairwork.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Warming up

Task

T: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.

The following are the problems:

I have a toothache.

I am hungry. I have a sore throat.

I am stressed out. I have a sore back.

I am tired. I can’t sleep.

I have a cold. I have a headache.

Report:

If you have a headache, you should go to bed early.

You should see the doctor. You should eat some medicine.

You shouldn’t wash your face with cold water.

You shouldn’t sleep late.

You shouldn’t swim.

…..

T encourages the students to give advice as much as possible.

Step2. Presentation

1.Show some pictures on the screen, discuss the accidents with the students,

teaching the new words: cut oneself, cut one’s hand / finger, fall down ,cu t

one’s knee, have a nosebleed, have problems breathing, get hit by a ball,

get hit on the head,hurt one’s back or arm, get sunburned and so on.

2.Let students do 1a individually. Then check the answers by asking a students

to say out the answers.

3.Have students describe the actions what you should do when the accidents

happen in order, using first, next, then and so on.

Step3.Listening

1.1b. Listen to the school nurse. Check the problems you hear. Play the recording twice, then check the answers.

2.1c.Play the recording again, ask Ss to write letter of each treatment next to the problems you checked in the chart above.

Check the answers together by talking.

T: When someone felt sick, the nurse… You tell me the whole sentence ,please. Ss: The nurse took his temperature and told him to rest.

…

Step4.Practice

1d. Role-play a conversation between the nurse and the teacher. Use the information in 1b and 1c. First let students read the listening text, and try to work in pairs according to it. Then invite some pairs to act out their conversations in front. Step5.Exercises

Show some exercises on the screen and Ss do them carefully. Then check the answers.

Step 6.Homework

1.Remember the expressions learnt in the period.

2.Write a passage about what you should do and shouldn’t do if accidents

happen according to the contents in the period.

Blackboard Design:

Unit 1 What’s the matter?

Period 5 Section B (1a-1d)

cut oneself, cut one’s hand / finger, fall down ,cut one’s knee,

have a nosebleed, have problems breathing, get hit by a ball,

get hit on the head, hurt one’s back or arm, get sunburned

Period 6 Section B (2a-2e)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock,

run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse

(2)Reading.

2、Ability Object:

(1) Train and develop the students’ reading ability.

(2) Learn the reading strategies: Finding the order of events.

3、Emotion Object:

Never give up whenever you meet difficulties and problems in study and life. Learn the spirit of Aron.

Teaching Key Points:

(1) Words and expressions:

ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock,

run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse

(2)Reading.

Teaching Difficult Points:

Train and develop the students’ reading ability.

Teaching Methods：

1. Scene teaching method.

2. Reading method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Revision

Show some pictures on the screen and revision the accidents or problems that can happen when we do sports.

Step2. Lead-in and Presentation

1.Play the video of the movie 127 Hours. Ss watch it and feel the difficult

situation.

2.Present the new words and expressions by showing the pictures on the

screen:

take ricks, caught under a 360-kilo rock, fell on somebody, find yourself in a very dangerous situation, get out of a difficult situation , bandage yourself, lose too much blood, lose half of his right arm, kept on climbing mountains.

3. Ask Ss to read aloud the expressions in 2a and the new expressions.

Step3. Reading

1.2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.( decision, control, spirit, death , mean , importance, be used to , free , run out of ,keep on)

2.2c. Read the passage and circle TRUE, FALSE or DON’T KNOW.

(1)Aron almost lost his life three times because of climbing accidents.

(2)Aron had a serious accident in April 2003.

(3)Aron ran out of his water after three days.

(4)Aron wrote his book before his serious accident.

(5)Aron still goes mountain climbing.

First let students read aloud the sentences in 2c and understand the meanings. If they have problems, give some explanation. Next, students do it individually. Then students check the answers each other. Finally, the teacher checks the answers.

3.2d. Read the passage again and answer the questions.

(1)Where did the accident happen on April, 2003?

(2)Why couldn’t Aron move

(3)How did Aron free himself?

(4)What did Aron do after the accident?

(5)What does “ between a rock and a hard place” mean?

After students finish them ,invite students to say out their answers.

4.2e. Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from reading.

______ On April 26, 2003, he had a serious mountain climbing accident.

______ Aron loves mountain climbing and doesn’t mind taking risks.

______ Aron did not give up after the accident and keeps on climbing mountains today.

______ He wrote a book about his experience.

______ Aron lost half his right arm from the 2003 accident.

Step4. Summary about the reading strategies

Finding the Order of Events.

(Writers describe events in a certain order. Finding the order of events will help you understand what you are reading.)

找出本文描述事件发生先后顺序的句子或短语。

_____________________________________________________________________________ _______________________________________________________________________________ ____________________________________________

Step4.Homework

1.Remember the words and expressions learnt in 2b.

2.Finish off the exercises in the workbook.

Blackboard Design:

Unit 1 What’s the matter?

Period 6 Section B (2a-2e)

take ricks, caught under a 360-kilo rock, fell on somebody, find yourself

in a very dangerous situation, get out of a difficult situation , bandage

yourself, lose too much blood, lose half of his right arm, kept on climbing

mountains.

Period 7 Section B (3a-Self Check)

Teaching Aims and Demands:

1、Knowledge Object:

(1)To write a conversation using target language .

(2)To consolidate vocabulary, check comprehension of conversation structure, and practice it in a natural context.

2、Ability Object:

Enable students to write a conversation about health problems, first aid and advice using the target language.

3、Emotion Object:

Develop the students’ interests and confidence in English learning.

Teaching Key Points:

To write a conversation using target language

Teaching Difficult Points:

Develop the students’ writing ability.

Teaching Methods：

1.Writing practice.

2 .Check method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step 1.sing some songs

Step2.Revision

T prepares some pieces of paper, and write down the problems on the paper. Then T gets some students to come to the blackboard and act out. The others try to guess them out and give the advice.

A: What’s the matter with…

B: Does she have…/ Is she…

B: She should…

She shouldn’t…

While playing this game, we can let the students have a competition.

Step 3 Writing

1.3a. Brainstorm.

Ask Ss to brainstorm health problems that Ss might encounter. Elicit and write or project answers on the board. Ask students to imagine a health problem, how the problem might have happened, and what advice should be given.

2.3b. Extend the conversation.

Ss work in pairs , and to increase Ss’ level of engagement, the T can select a few different pairs of Ss to role-play the conversations they have written.

Step4. Self Check

1.Have Ss look at the Self Check activities.

2.Read aloud the prompts in the textbook and the words in the boxes.

3.Model the activities if necessary.

4.Give Ss time to do the activities and compare their work with a partner.

Step4.Homework:

1. Copy the new words in Unit 1 and review them.

2. Finish the exercises in this unit.

Blackboard Design:

Unit 1 What’s the matter?

Period 7 Section B (3a-Self Check)

N: Are you OK?

S: No, I don’t feel well. I have a bad headache. What should I do?

N: You have a fever. You have a bad cold.

S: What should I do now? Should I take some medicine tonight?

N: You shouldn’t be in school today. You should go home now, take this

medicine, and get some rest.

S: Thank you. I’ll go home right now.

新目标英语九年级教案unit 1unit 6

How do you study for a test?单元分析内容提示本单元主要内容是学会利用verb十by/with gerund 表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。教学目标一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语表示“通过…途径,方法” 2. How questions have引导的特殊疑问句三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的? Well , I study by working with my classmates.

哦,我和同学们一起学习。 2. Have you ever studied with a group ? 你曾经参加过学习小组吗? Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。 3. I don’t have a partner to practice English with . 我没有同伴可以练习英语。 Maybe you should join an English club. 或许,你应该参加一个英语俱乐部。 4. What about reading aloud to practice pronunciation ? 大声朗读来练习发音怎么样? Why don’t you join an English language club ? 你为什么不参加一个英语俱乐部呢? 四、重点词汇(Key words and phrases) 1. flashcard n. 抽认卡 2. frustrating a. 令人沮丧的 3. memorize v. 记忆,背诵 4. aloud adv. 出声地、高声地 5. comma n. 逗号 6. pronunciation n. 发音 7. solution n. 解决办法 8. not at all 根本(不) 全然(不)

人教版英语必修三 Unit 1 全单元教案

Unit 1 Festivals around the world I．教学内容分析本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。本单元建议分七课时：第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:

Unit1-friendship全单元教案

Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about

friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

译林版九年级上册unit1教案全集

9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.

人教版三年级英语上册Unit1 单元教案1

教学内容 A Let's talk～Let's find out、B Let's sing 教学目标【知识目标】 1.重点词汇：ruler、pencil、crayon、eraser 2.重点句型：（1）Hello/Hi,I'm... （2）I have a/an... 【能力目标】 1.会进行自我介绍。 2.会唱“A B C song”。【情感目标】通过图片、歌曲、游戏等多种方式培养学生学习英语的兴趣。教学重点 1.掌握单词ruler、pencil、crayon、eraser。 2.句型“Hello/Hi,I'm...”的运用。教学难点 1.单词的准确发音。 2.在情境中运用句型打招呼并自我介绍。教学准备课本、录音机、磁带、相关文具、人物头饰、字母挂图、课件。课时安排3课时。第一课时教学过程批注一、Warm-up 1.请学生说说他们在生活中已经了解的英语词汇或日常用语。 2.教师先播放B Let's sing中的歌曲“Hello！”录音三遍，学生跟着唱。然后学生分组比赛唱歌，教师表扬唱得好的小组。激发学生学习英语的兴趣和愿望。 Part A Hello

教学过程批注一、Warm-up & Revision 1.做游戏。教师说文具单词，学生拿出相应的文具，拿错的学生淘汰出局。教师接着说另一个文具单词，学生拿出相应的文具，拿错的学生淘汰出局。依次复习四个文具单词。 2.教师请几名学生进行自我介绍。 S1：Hello,I'm... S2:Hi,I'm... S3:Hello,I'm... 复习并检测学生掌握单词、句型的情况。二、Presentation & Practice 1.Let's sing （1）教师利用字母挂图展示26个字母，带领学生将字母Aa~Zz 读两遍，边读边指着相应的字母。（2）教师播放三遍歌曲“A B C song”，学生边听边跟唱，然后让能力强的学生唱一遍，教师适当进行奖励。（3）教师领唱，学生跟唱，然后全体学生一起唱。（4）分小组比赛唱，对于唱得好的小组进行表扬。（5）教师随意指着字母挂图上的字母，点学生读。 2.Let's find out （1）教师让学生打开课本第六页，让学生圈出图中的字母。（2）让学生说出找到的字母并指着相应的字母。若没有说全，其他学生可相互补充。（3）利用课件呈现答案，核对答案。（4）教师指着图中字母点学生读。通过歌曲及挂图让学生初步熟悉26个字母的大小写以及顺序。通过找字母，让学生熟悉字母的形状。作业设计将歌曲“A B C song”唱给家长听。板书设计 Unit 1 Hello！在A部分的三节课中，我设计了不同的活动，意在激发学生学习英语的兴趣与积极性。通过A部分的学习，学生初步了解了26个字母，学习了四个文具词汇，学习了见面打招呼及自我介绍用语。这些都是与学生日常生活息息相关的，学生更加容易接受。 Part B

新版pep五下unit1单元教材解析及教案.doc

单元教材解析 Unit 1 My day 教Let ’s learn Let ’s talk Let ’s try 学Let ’s spell Let ’s wrap it up Read and write 内 Let ’s check Story time 容教本单元重点学习的主题是日常学习生活以及周末活动安排。主情景图通过张鹏和来自西班牙的新朋友Pedro 讨论他在材西班牙的学习生活， Amy和 Sarah 以及 Zoom和 Zip 分别讨论各分自周末活动的情景呈现本单元要学习的核心句型。析 1.能够听、说、读、写并在情景中运用句型 Whendo you get up ? I often get up at 7 o’clock... What do you often do on the weekend? I often clean my room and wash my clothes. Sometimes I play ping-pong with Zhang Peng.询问并回答某人的日常作息与周末安排。教 2. 能够在语境中理解词汇 finish class ,go back to 学 school,classes start,就学校的课程安排时间进行问答；能目够理解句型 Why are you shopping today?I ’m also hard-working . 的意思，并能正确发音。标 3. 能够听、说、读、写五个有关日常作息活动的词组： do morning exercises,eat breakfast,have class,play sports,eat dinner 以及四个日常活动的词组： clean my room, go for a walk, go shopping,take a dancing class ，并能够在语境中正确运用这些词组询问并回答关于日程作息和周末安排的问题、描述日常活动与周末安排。

人教版Book3unit1全单元教案

Book3 Unit 1 Festivals around the world I．教学内容分析本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。本单元分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：

初一英语Unit 1 全单元教案新部编本

教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校

Unit 1 My name’s Gina 一、教学内容、目标与要求二、教学内容分析

本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。三、教学过程建议本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)

新九年级英语Unit1教案

第周年月日星期第节课题Unit1.How can we become good learners?Period 1讲授人喻正方教学目标知识与技能Be able to pronounce and master the new words and phrases in this unit. 过程与方法Audio-lingual methods. 情感态度价值观 1. Educate the students to learn how to learn and find right ways of learning English. 2. Overcome the difficulties and make great progress. 教学重点Master the new words and phrases. 教学难点To develop the students’ abilities in reading and using the new words.课标要求Talk about how to study 教学准备mufti-media, tape 课时安排1．Section A1 2. Section A2 3. Section A3 4．Section B1 5. Section B2 6.Section B 3 教学过程备注教师活动学生活动Step1. Leading in: 1. The teacher and the students greet each other. 2. English song every week. Step2. Presentation: 1.The teacher checks the students’ first preview work. 2.The teacher leads the students to classify the new words in this unit. 3.The teacher offers any help if necessary. Step3. Practice: The teacher gives any help as the students do group works or they present their findings. Step4. Consolidation: Finish off the exercises on PPT. Step5. Homework: 1.All the students sing an English song together. They try to use different ways to show their singing 2.The students read the new words loudly in order to make teacher check their pronunciation. 3.Do groups works to classify the new words in this unit. n. flashcard, vocabulary, pronunciation, grammar, mistake, comma, challenge, solution, secret, learner, term, trouble, essay, duty, friendship, disagreement, development, adult, soldier, psychologist. v. memorize, frustrate, add, pronounce, realize, matter, impress, deal, solve, regard, influence, lose, face. adj. specific, frustrating, spoken, afraid, complete, soft, unfair, unimportant. Adv. aloud, differently, quickly, slowly, fast. Phrases make mistakes, later on, it doesn’t matter, be afraid to , laugh at, take notes, look up, make up, deal with,

【人教版新目标】英语八年级上册Unit1单元教案

Unit 1Where did you go on vacation? Section A (1a－1c) 1．重点短语：stay at home，go to the mountains，go to summer camp 2．重点句式：—Where did Tina go on vacation? —She went to the mountains. 1．重点短语和句型 2．一般过去时态的特殊疑问句和陈述句一般过去时态的特殊疑问句和陈述句一、认真预习1a—1c，找出下列短语和句型。 1．待在家里____________________ 2．去山区____________________ 3．去夏令营____________________ 4．去纽约城____________________ 5．—蒂娜去哪里度假了？ ________________________________________________________________________ —她去山区了。 ________________________________________________________________________ Step 1情景导入 Teacher：Hello，everyone.Glad to see you again.Did you have a good time during the vacation？Did you go anywhere interesting with your parents？Did you do anything special there？Can you tell us where you went on vacation? 环节说明：以学生假期旅行为话题开始本节课的教学，引起了学生的学习兴趣和用英语表达的欲望。 Step 2完成教材1a—1c的任务 1．学生领读1a中的单词和词组，学生识记单词和词组并且将活动和图片中的人物匹配。(3分钟)。 2．认真观察1a图片中的人物活动，然后认真听录音，将1b中的人物序号写在相应的图片旁边，完成课本上1b的听力任务。(3分钟) 3．再听一遍录音，并跟读对话。(2分钟) 4．结对练习1c中的对话，并请一些学生表演出他们的对话。(3分钟) 5．模仿1c中的对话，利用1a中的短语和1b的听力答案与同伴编练新对话，并邀请一些小组表演对话。(5分钟) 参考案例 A：Where did Tina go on vacation? B：She went to the mountains. 6．小结训练。(3分钟) (C)1.—What did you do on vacation? —I ________ to New York City.

Unit1 Women of achievement全单元教案

人教版高一英语必修4 Unit1 Women of achievement全单元教案 Unit1 Women of achievement This unit stays focused on the topic: women. Six women with various national backgrounds are featured, and different aspects of their life are explored, like, their social position, contributions and hardships ;meanwhile, their achievements in a wide variety of fields are highly praised. Ss will know better the roles women play in social life, with their(esp. girl students’)self-esteem and sense of social responsibility boosted. 1. Warming-up requires Ss to comment on the 6 women and give their opinions and reasons as well. This part connects Unit5,Module1.The rules concluded in the earlier unit can be applied here to identify great women. Ss should be encouraged to discuss what these women did for other people, and what problems they had to overcome or what they had to give up to achieve their ambition. 2. Pre-reading is also a discussion but focused on Jane Goodall. The two questions raised here prompt Ss to think over the pros and cons of two approaches to scientific study(lab research & field research). Then, Ss are asked to predict the content based on the title and pictures. 3. Reading-A Student of African Wildlife depicts a scene where Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached. Despite the fact that it was a dirty and tiring job to do the field research in the wild, they all regarded it as worthwhile. Some of their valuable discoveries would not have been made in the lab;for the very reason Jane Goodall had chosen the primitive African forest to study in.Her years of observing and recording chimps’ daily activities attributed to a better understanding of their behaviour. She has argued that wild animals be left in the wild and not used for entertainment or advertisements. She has endeavored to enhance people’s awareness of understanding, respecting and protecting wild animals. She is an inspiring role model ! 4. Comprehending consists of 4 Exx, guiding Ss to comprehend the reading passage at different levels. Exx1-3 are intended to aid Ss to obtain important details ,grasp paragraph main ideas and transfer text information in the form of multiple choice, summing-up and filling in a

八下unit1教案

新目标英语九年级教案unit 1unit 6

人教版英语必修三 Unit 1 全单元教案

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